Counting the Pinecones: Children's Addition and Subtraction Strategies

Autor/inn/en	Reed, Michelle K.; Smith, Jeffrey P.
Titel	Counting the Pinecones: Children's Addition and Subtraction Strategies
Quelle	In: Montessori Life: A Publication of the American Montessori Society, 17 (2005) 2, S.26-28 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-0040
Schlagwörter	Word Problems (Mathematics); Subtraction; Mathematics Education; Action Research; Montessori Method; Educational Research; Children; Thinking Skills; Problem Solving; Arithmetic; Mathematics Teachers; Knowledge Level + Suchen Sie Ihr Suchwort? Textaufgabe; Subtraktion; Mathematische Bildung; Projektforschung; Montessori pedagogics; Montessori-Pädagogik; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Denkfähigkeit; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Wissensbasis
Abstract	This article discusses an approach designed for mathematics educators. Maria Montessori intended this knowledge to be shared with other teachers, increasing the Montessori community's understanding of children's thinking. A group of Montessorians has even tried to formalize this process with a program called Teachers' Research Network. Similarly, the intent is to share mathematics education research and practices. Specifically, the author would like to suggest the use of word problems to help children build a more abstract understanding of addition and subtraction. In mathematics education, researchers are examining how children invent arithmetic operations in a program called Cognitively Guided Instruction (CGI). The author describes the aspects of CGI that are similar to the Montessori tradition. Children use a variety of materials and strategies to solve problems. The role of the teacher is to modify the environment (using a variety of problem types and difficulties) to learn about each child's understanding. By observing how children pursue word problems, the researchers were able to assess what the children understood about operations, looking beyond whether or not they could perform the simple arithmetic calculations. Through quantitative and qualitative analyses, they discovered that children were indeed capable of solving complex word problems, including problems that involved more than one operation, in a variety of ways. The teacher's new understanding of the children's mathematical thinking is then used to vary the types of problems given in order to help children become more abstract thinkers. (Contains 1 table.) (ERIC).
Anmerkungen	American Montessori Society. 1112 Glenwood Ave., Nichols Hills, OK. Tel: 405-823-8037; e-mail: EdMonessoriLife@aol.com; Web site: http://www.amshq.org/publications.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10